Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors

Table 3

Correlations between study variables.

	Gender	Math achievement	Cycle	Value/ Utility	Perceived Choice	Perceived Competence	Teacher social support	Students social support
Gender	—
Math achievement	.028	—
Cycle	.055*	.013	—
Value/utility	.086**	.116**	−.140**	—
Perceived choice	.087**	.178**	−.079**	.453**	—
Perceived competence	−.096**	.289**	−.157**	.431**	.326**	—
Teacher social support	.090**	.040	−.087**	.706**	.319**	.257**	—
Students social support	.076**	.020	.055*	.228**	.127**	.121**	.287**	—
Attitudes	−.007	.212**	−.209**	.549**	.562**	.529**	.494**	.299**

*Correlation is significant at the 0.05 level; **correlation is significant at the 0.01 level.
Gender codification: (1) boys; (2) girls.